6-10 Characteristics of Children in the Montessori Classroom

5. Creative/inventive: Maria Montessori said that everything the child does

is creative. It is the creative mind that harnesses all of its power to solve
problems. The creative powers of the children help them solve problems throughout
their stay in the Montessori classroom. These problems can be social, emotional,
intellectual or physical in nature. By allowing the children to grapple with these
problems and ideas we help them enlist their own creativity. When children are not
permitted to deal with their own problems as they arise, but have adults solve them
for them, they have difficulty experiencing their own creative solutions. In many
ways the Socratic method of asking questions and allowing children to choose their
answers is a way of allowing for creativity to arise. We all know there are many
ways to get to a goal. To teach children in only one way, and ask for only one
answer, will prevent them from using their minds in an inventive way. Children
need projects and tasks that they can tackle. They need to experience their own
endless creativity. They must come to see that they can do this is to be allowed to
solve appropriate problems and experience the benefit of their own innovative
solutions. Some of these problems might be artistic, scientific, intellectual or
social. Anytime a child sits down to accomplish something they are drawing on
their own reservoir of creativity and inventiveness.
6. Self-Motivated: Children are self-motivated when they are allowed to make
choices and have some sense of control over what they elect to do. This does not
mean that they do whatever they please. Rather, they find themselves in a
prepared environment, which is designed to stimulate them to learn. As the
younger children watch the older children in their class they are inspired to emulate
them. They perceive the work done by the older children as more difficult, but
work that they want to be able to do when they are older. They look up to the
older students, much they way a younger sibling looks up to his older sister or
brother. In this way the teacher is not the one who constantly has to direct
activities. They do not need external pressure in order to do most of their
work. Rather, they are eager to get to the next thing. They are also presented
with lessons that are interesting and follow-up lessons, which are fun for them to
do. In a Montessori classroom every presentation has a follow-up activity that the
children do on their own. The presentations and the materials are well thought out
and they are designed to appeal too the childs imagination. A great deal of
thought and preparation goes into designing the presentations and the extensions
on the part of the teacher. The pay off for the children is that they are naturally
curious about the lessons and this makes them want to do the activities because
they are intrinsically interested in them. In this way, Montessori students choose to
work. Even when certain lessons are required of them, like learning their times
tables, they are aware that once they learn them they will be free to do other
activities that they are looking forward to. The secret to self-motivation is creating
a learning environment where the natural curiosity of the child is stimulated. In the
Montessori classroom we are looking for intrinsic motivation as opposed to extrinsic
motivation. Children work because they want to not to get a grade, to please an
adult, or because they will get in trouble or fail if they dont do what the teacher
requires. (Montessori Today, P. 90.)
7. Organized: Montessori children are exposed to the concept of time-
management at an early age. It is a skill, which is essential for success in the
complex society in which we find ourselves. The teacher begins to discuss with the
child the idea of choosing work in the math, language and cultural areas. The
choice is completely up to the child. If the child is not inclined to make a choice the
teacher will help them and invite them or work with a particular material. This is
the beginning of reflecting on what you do at school; how you use your
time. Children may decide where they will do their work. Some work is best done
at a desk, lying on the floor, or sitting in the reading corner. The lessons are also
sequenced in a specific manner. They are sequenced this way so the child will be
successful. They are also designed so the child learns to do one step at a time in
an organized manner. In this way the children do not get overwhelmed and they
can achieve the task they set out to do. Organization is one of the key components
of the Montessori classroom. The physical environment is also organized according
to subject area so the children know where everything is located. Each material is
returned to its place so other children can find it. The environment is a consistent
place that children can count on. The routines are reliable, the lessons are
sequenced and the environment is predictable. Organization gives the child a sense
of security and power for they know what do to and how to do it.
8. Global Thinker: Montessori education is the largest international school
movement in the world. There are Montessori schools located on every continent,
except Antarctica. In Montessori schools that offer an elementary program, the
program is called Cosmic Education. Cosmic Education is based on the concept
that all life is interrelated and all humans have the same fundamental needs. If
you disturb or affect one aspect of this intricate relationship, you affect
everything. Montessori students study the development of the solar system,
geography, (physical and political), the ecology of the planet earth, and the flora
and fauna located on the earth. They study the planet earth as an ecosystem. In
preschool they begin their global study by becoming familiar with the planets in
their solar system. Then they study their planet, the earth. They study the layers
of the earth and then they begin their study of zoology with an overview of
vertebrates and invertebrates, animals with and without backbones. They begin
botany with the overview of the parts of the plant. This curriculum becomes more
sophisticated in the elementary program. There they begin a more in-depth study
of the fundamental needs of humans, as well as botany, zoology, history, and
geography. In the upper elementary program the students study physics, and
chemistry and they expand their study of botany and zoology. They begin the
history of world cultures as well as an in-depth study of the history of the state or
country in which they live. This complete overview gives them the opportunity to
study the chronological development of the solar system and the earth, as well as
the development of species, ending with the study of human life and
culture. Cosmic Education is taught with a timeline so the students can place
developments in order, which gives them a way to hold on to and understand the
material, and provides them with a global view that is chronologically developed.
9. Collaborator: Montessori students work cooperatively and collaboratively on a
number of tasks. In this way they are able to learn from each other. Often, when
children work together, they are of different ages. Because children have their own
developmental time scheme, not everyone is at the same place even if they are
chronologically in the same age range. This allows the children to respect each
other for their various strengths. Because children have different talents, skill and
interests, the groups that form together to help each other are constantly
changing. Sometimes children want to work together simply because they are
friends. Other times they choose each other because they are a good
team. Sometimes a child will choose another child because they realize that child
knows the lesson and he or she can help them with it. The nature of a collaborative
environment is that it feels very reasonable and safe. A child can always turn to
another child for help. This is made easier in the multi-aged classroom. It also
helps older children when they explain things to younger students. It clarifies their
knowledge when they have to articulate it to someone else. The children are also
used to working in pairs or small groups to solve problems or discuss history or
literature questions. They are used to exchanging ideas. They begin to experience
that you can often learn more when you collaborate and cooperate then when you
work alone.
10. Leader: When children are encouraged to develop the nine characteristics that
we have already discussed, they will have all the qualities that make good leaders
and good team players. In life, both are necessary. Children who have been
allowed to take responsibility for their work and have developed an essential level
of self-discipline and responsibility experience high self-esteem and are prepared
for life. They have the requisite skills to go on to higher education, to be successful
at what they attempt, and to step forth into the world with the leadership and
problem solving skills that they will need to successfully face the tasks that await
them. It is our job to prepare our children for the future. The problems that are
surfacing now in our society will need to be faced and solved by them. They are
our future leaders and it is our job to see that they have the appropriate
educational experiences that will prepare them for the adventures and challenges
that lie ahead. It is an exciting task and it is the task that Maria Montessori
envisioned when she first sought to design a way of teaching our children so they
could go forward into society and become the bringers of peace. As Maria
Montessori said, Preventing conflicts is the work of politics; establishing peace is
the work of education. (Education and Peace, p. 24, Maria Montessori)